Mudam-se os tempos... Mudam-se as identidades : uma perspectiva diacrónica de mudanças e continuidades
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2010
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Edições Universitárias Lusófonas
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Nas últimas três décadas, ocorreram, em Portugal, processos de democratização política e de modernização da sociedade e das instituições, tendo como impulso as vontades nacionais e as mudanças ocorridas no Mundo em globalização, lideradas, no campo da Educação, pela integração de Portugal na União Europeia e por poderosos agentes transnacionais.
As reformas constituiram instrumentos de mudança das organizações escolares e do sistema educativo e à sua implementação correspondeu uma mudança de paradigma educativo e organizacional, a criação de uma escola para todos, a emergência de novos alunos e de novos mandatos à Escola, a que não são alheios os pressupostos de uma economia neoliberal generalizada, competitiva e deslocalizante dos indivíduos, exigindo novas respostas educativas. Constituiram também impulsos à (re)configuração do que significa ser professor, reformulando o desempenho e a “performatividade” docente (Ball, 2002), induzindo uma nova “identidade social” (Bernstein, 1996 e Dubar, 2006), produzindo novos modos de “fabricação da alma dos professores” (Foucault, 1996). Neste quadro, procurámos compreender as representações de professores sobre o processo de (re)construção identitária permanente do sujeito profissional, como meio de desocultar a circunstância e os factores de acomodação, resistência ou mudança.
In the past thirty years, in Portugal, radical changes on politics and policies have been occurring, to achieve the society and its institutions democratization and modernization, led by national wills and the changes occurred in the World, stimulated, in the Education area, by global agencies and the integration of Portugal in the European Union. Reforms and the imperative of new pedagogical solutions for educational problems, are not only changing instruments in schools and in the educational system, but are also a powerful way to change “what to be a teacher” means, to re-formulate the teaching performance and “performativity” (Ball, 2002), to recompose his/her “social identity” (Bernstein, 1996; Dubar, 2006), or, in Michel Foucault (1996) words, to produce “new ways to manufacture teachers soul”. They are connected to a new educational and organizational paradigm, the creation of a school for all, the emergence of new pupils and new demands to School and teachers, because of the assumptions of a generalized neoliberal and competitive economy that makes people to move around the world, requiring new educational devices. In this context, we seek to understand the representations of teachers in the process of (re) construction of his professional identity as a way to uncover the contexts and factors of accommodation, resistance and change.
In the past thirty years, in Portugal, radical changes on politics and policies have been occurring, to achieve the society and its institutions democratization and modernization, led by national wills and the changes occurred in the World, stimulated, in the Education area, by global agencies and the integration of Portugal in the European Union. Reforms and the imperative of new pedagogical solutions for educational problems, are not only changing instruments in schools and in the educational system, but are also a powerful way to change “what to be a teacher” means, to re-formulate the teaching performance and “performativity” (Ball, 2002), to recompose his/her “social identity” (Bernstein, 1996; Dubar, 2006), or, in Michel Foucault (1996) words, to produce “new ways to manufacture teachers soul”. They are connected to a new educational and organizational paradigm, the creation of a school for all, the emergence of new pupils and new demands to School and teachers, because of the assumptions of a generalized neoliberal and competitive economy that makes people to move around the world, requiring new educational devices. In this context, we seek to understand the representations of teachers in the process of (re) construction of his professional identity as a way to uncover the contexts and factors of accommodation, resistance and change.
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EDUCAÇÃO, EDUCATION, GLOBALIZAÇÃO, GLOBALISATION, IDENTIDADE, IDENTITY, PROFESSORES, TEACHERS, MUDANÇAS SOCIAIS, SOCIAL CHANGES